Abstract
Global citizenship requires understanding complexity, negotiating multiple perspectives, intercultural sensitivity, lifelong learning, and the capacity for mutual, interdependent relations with others. These qualities are routinely endorsed as learning outcomes of higher education in the USA. Baxter Magolda’s 20-year longitudinal study of young adult learning and development demonstrates that these learning outcomes require self-authorship or complex epistemological beliefs accompanied by complex understanding of self and relationships. The longitudinal narratives illustrate how epistemology develops over time, its relationship to learning in higher education and adult life, and the conditions participants encountered that promoted complex epistemology and learning simultaneously. This chapter will present Baxter Magolda’s theory of the evolution of self-authorship, integrating epistemological growth with identity and relationship growth, based on the longitudinal data. The Learning Partnerships Model, also derived from the longitudinal data, will be used to illustrate how educators can create the conditions that promote learning, complex epistemology, and self-authorship.
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Magolda, M.B. (2008). The Evolution of Self-Authorship. In: Khine, M.S. (eds) Knowing, Knowledge and Beliefs. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6596-5_3
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